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COURSE: 15-1 English GRADE LEVEL: 11

MAIN/GENERAL TOPIC: SUB-TOPIC: ESSENTIAL QUESTIONS:

WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO:

SKILLS: WHEN STUDENT DOES IT:

ASSESSMENTS:

PURITAN TRADITIONS • The Crucible by Arthur Miller (required)

• Clips from the Crucible Movie

• The Examination of Sarah Good, court transcript

• Young Goodman Brown by Nathaniel Hawthorne

• Vocabulary in context

• How did political events of the 1950’s influence the writing of the Crucible?

• How do themes in The Crucible resonate today?

• Why did the founders of the U.S. insist on a separation between Church and state?

• How does The Crucible illuminate the dangers of combining the powers of church and state?

• How do people cope with fear?

• How are characters developed in the play?

• Use primary and secondary sources to gain an historical overview of McCarthy and fear of Communism in the 1950’s

• Write a bibliography • Use exposition, narration,

description, and argumentation to support ideas

• Compare the film version of the play with Miller’s original

• Understand how dialogue contributes to characterization, plot development, motives, and relationships

• Discuss and write about the traditional elements of literary analysis: plot, setting, characterization, theme, symbolism, figurative language, etc.

• Understand and identify characters who serve as foils, parallels, and catalysts

• Identify static and dynamic characters

• Understand stage directions and what they reveal about character relationships

• Take notes • Find similarities

and differences • Analyze several

historical records of a single event

• Draw conclusions

• Predict outcomes

• Recognize facts and details

• Compare and contrast film and literature and draw conclusions regarding differences, etc.

• Make inferences • Summarize • Use context

clues • Work with

graphic organizers

• Venn Diagram

1st Quarter

• Web quest • Group

presentation • Critical lens essay • Film response • Character journal • Extended

response to listening

• Class discussion • Quizzes • Creative Projects

on Salem witch trials

• Test

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• How does the setting affect these stories?

• Analyze persuasive techniques in speeches and sermons

• Understand dramatic structure • Identify and explain internal and

external conflicts, climax, and resolution

• Interpret figurative language and discuss how it is related to theme

• Compare themes and characters in works of literature from different time periods

• Recognize foreshadowing, paradox, and irony

• Compare different authority figures

• Appreciate an author’s use of persuasive writing

• Understand and appreciate a court transcript

• Define regionalism and use it to explore works of literature

• Characterization chart

• Detect bias in a speaker’s language

• Recognize emotional language

• Work as a team • Research a time

period and place

THE AMERICAN DREAM AND THE PRICE OF SUCCESS CONTINUED

• The Glass Menagerie (optional)

• How did the American Dream change in the 1930’s and 40’s?

• What does the playwright’s message about the American Dream seem to be?

• How do the allusions and symbols Williams uses

• Understand and identify elements of expressionism

• Identify and explain the function of symbols and allusions and how they contribute to the development of character, conflict, and theme

• Understand and analyze use of archetype and irony

• Evaluate internal and external conflicts and how they are resolved

• Interpret aphorisms • Interpret notions of success of

two or more characters

• Create concept webs

• Empathize with characters and situations

• Categorize information

• Read graphs and charts

• Make inferences • Interpret • Quotations • Synthesize

1-3 Weeks

• Journal entries • Pyramid

responses • Concept webs • Character analysis • Critical lens essay • Film response • Debate • Summary

discussion • Scavenger hunt • Socratic seminar • Group work on

symbol and presentation

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convey his message?

• What view of artists and their relationship to the culture around them is presented in the play?

• Use Maslow’s hierarchy to analyze character conflicts

• Understand the historical context of the play

• Worksheets • Quizzes • Tests

THE AMERICAN DREAM AND THE PRICE OF SUCCESS

• The Great Gatsby by F. Scott Fitzgerald (required)

• The Jazz Age

• How are juxtaposition symbol, setting, and figurative language used to develop character conflict, and theme?

• According to Fitzgerald, what is the state of the American Dream in the 1920’s?

• What is the relationship between wealth, class, and morality?

• To what extent is it different today?

• Use the writing process (prewriting, writing, editing/revising, and publishing) to produce the best writing pieces possible

• Define and explain the use of juxtaposition

• Compare past and present eras with regard to theme

• Understand forces of change and methods of characterization

• Understand and apply understanding of foil, parallel, catalyst

• Recognize static and dynamic characters

• Identify and explain how use of hyperbole, metaphor, simile, and personification contribute to character development

• Understand how use of color provides clues to characterization and symbolism and the benefits of using Nick as the narrator

• Appreciate details of style in Fitzgerald’s writing

• Distinguish between romantic and

• Collect data • Interpret

quotations • Identify story

elements • Insert factual

information in fiction

• Use parenthetical documentation

• Compare and contrast

3rd or 4th Quarter

• Character journal • Chart of real

world/dream world • Venn diagram

chapters 1 and 2 • Writing to learn

activities • Character sketch • Editorials, articles,

reviews, obituaries, features, etc.

• Jazz Age newspaper

• Bibliography • Worksheets • Creative Project • Quizzes • Test • Comparison essay

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realistic aspects of poetry and prose

• Determine the mood of passages (magical, symbolic, poetic, humorous, realistic, mocking)

• Discover and interpret themes in the novel

• Research artistic, social, political, and economic background

• Develop awareness of indirect commenting conveyed through diction, simile, metaphor

CIVIL WAR RECONSTRUCTION AND COMING OF AGE

• The Adventures of Huckleberry Finn by Mark Twain

• Coming of Age • Civil War

historical study • Slavery • Friendship • United States

and freedom

• Why did Mark Twain write under a pseudonym?

• What was America like before, during and after the Civil War?

• Did the Civil War end the problems?

• What is freedom?

• What is friendship?

• How much is friendship worth?

• What is satire? • Where do we

find satire in today’s society?

• How does Twain

• Evaluate Twain’s writing style, including satire and humor

• Understand and analyze the historical context of this novel

• Analyze Civil War actions and American culture during this time period

• Evaluate friendship • Evaluate freedom • Compare and contrast our

freedoms in today’s society with those during the Civil War

• Analyze growing up in America • Identify coming of age process

that Huck goes through • Analyze Twain’s use of setting,

mood, tone, humor, satire, theme, etc. to establish meaning in the novel

• Identify areas of America discussed in the novel

• Analyze true friendship

• Take notes • Develop an

interpretation • Compare and

contrast • Evaluate

historical documents

• Discuss author’s writing style and his purpose for creating characters, motif, symbolism, theme, foreshadowing, and other literary ideas and how they influence meaning

• Analyze content • Identify and

3rd or 4th Quarter

• Class discussion • Worksheets • Emulate writing

style • Paired text essay • Critical lens essay • Create map of

America • Research Civil

War and present findings

• Test Twain’s satire • Skits • Debate use of “N”

word in Huck Finn • Quizzes • Tests • Creative project

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use humor and satire to convey a difficult idea?

• Who is the hero of Huckleberry Finn?

• Were Huck’s actions appropriate?

• What role does the river play in the novel?

explain symbols • Brainstorm • Summarize

ideas • Make inferences • Clarify

THE AMERICAN DREAM AND THE PRIDE OF SUCCESS

• Of Mice and Men by John Steinbeck (required)

• Dreams • Dignity • Social norms • Illness and

society’s views of this

• Life of migrant workers

• View clips from the Of Mice and Men movie

• Death of a Salesman (optional)

• American Dream

• Traveling salesmen

• Door to door, city to city living

• What is a dream?

• How do we preserve human dignity?

• Should you be your brother’s keeper?

• How and why are motifs used in literature?

• What is the American Dream and is it available to everyone?

• Is the American dream attainable for most Americans?

• What are the costs of this Dream?

• What is a

• Understand the need for having a dream to focus on

• Define and explain the use of juxtaposition

• Compare past and present eras with regard to theme

• Understand forces of change and methods of characterization

• Understand and apply understanding of foil, parallel, catalyst

• Recognize static and dynamic characters

• Identify and explain how use of hyperbole, metaphor, simile, and personification contribute to character development

• Evaluate life as a traveling salesman

• Create posters that depict ideas from Salesman

• Create an American Dream bulletin board

• Evaluate Willy Loman and Biff

• Take notes • Draw

conclusions • Make inferences • Clarify • Brainstorm • Identify literary

elements and how they demonstrate meaning

• Analyze content • Evaluate

historical documents

• Develop an interpretation

• Draw conclusions

• Create images • Recreate

segments of the play

• Evaluate

2nd Quarter 3-4 weeks

• Class discussion • Bulletin boards • Posters • Essays • Paired text essay • Critical lens essay • Creative project • Journals • Venn diagrams • Class debate • Compare/contrast

essay • Worksheets • Quizzes • Tests

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traveling salesman?

• What are some of the benefits of being a traveling salesman?

• How do you define success?

• What are the risks of success?

• Analyze character motivation and characterization used in play

• Evaluate and analyze feelings of failure and loss

material possessions

• Describe the American Dream in both Mice and Salesman

SPEAKING • Class Discussions

• Original Poetry, Plays, Research, Papers/ Projects

• How do you speak in front of a class?

• Is there a specific way to present information?

• How can I effectively present my ideas to my class?

• Model appropriate emotional delivery of original poem, characteristics of appropriate public speaking guidelines, techniques of persuasion, interpretation of dramatic dialogue

• Analyze public speaking

• Evaluate presentations

• Self evaluation • Model and

demonstrate ideas

All year varies per teacher

• Class large group discussions

• Reading of student selections

• Presentations of research and projects

• Debates

STUDY SKILLS • Note taking • How to tackle

multiple choice questions on Regents exam

• How do I take notes?

• How do I use my notes?

• How do I answer multiple choice questions?

• Maintain updated, organized notebook

• Evaluate methods of strategies • Analyze questioning types • Analyze use of documents

• Brainstorm • Compare and

contrast • Share ideas • Apply methods • Take notes

All year varies by teacher

• Worksheets • Think/pair/share • Group discussion • Quizzes • Tests

WORD STUDY VOCABULARY GRAMMAR

• Roots, Suffixes. Prefixes

• LC review questions

• Workbook vocabulary

• What words are important?

• How can I figure out a word I don’t know?

• How can I use a

• Study word parts and use their meanings to analyze unfamiliar words; study unfamiliar words from literature texts

• Study use of words in sentences, paragraphs and original writing

• Dictionary skills • Compare and

share • Apply methods • Take notes • Review process

On going varies by teacher

• Worksheets • Discussions • Paired work • Outside reading • Review books • Quizzes

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• Contextual vocabulary by unit

dictionary properly?

• What words are most commonly misused?

• Recognize vocabulary in reading, newspapers, historical documents, etc.

• Brainstorm • Tests

WRITING • Regents review • Expository • Persuasive • Literary essays • Document

based essays • Thematic

essays • Critical lens

essays • Listening

passage essays

• Note taking skills

• Outlines • Planning and

preparation • Implicit ideas in

writing • Task and

audience awareness

• What makes writing effective?

• What is my task?

• Who is my audience?

• What is my tone?

• What type of language use is appropriate?

• How can I synthesize ideas?

• What role does an outline play?

• What notes do I use?

• How do I cite my data?

• Which do I use, implicit or explicit ideas?

• How can I achieve stylistically sophisticated writing?

• What role does proof-reading play?

• Understand the writing process • Understand effective elements of

explanatory writing (compare/contrast, cause/effect, analysis, synthesis, problem/solution, definition)

• Relate ideas in literature to personal experiences

• Understand biographical aspect of the author

• Understand the difference between paraphrasing, summarizing, and quoting directly

• Understand and use introductory techniques

• Understand options for organization

• Develop coherence in writing • Understand effective strategies

for writing a thesis and a conclusion

• Understand techniques for successful narrative writing

• Analyze a variety of viewpoints on a wide variety of contemporary issues

• Evaluate and understand the different types of sources

• Analyze credibility of sources and sites

• Understand purpose of showing

• Brainstorm • Pre-writing • Graphic

organizers • Outline • Draft • Revise for

content • Revise for

structure • Proofread • Publish • Use consistent

verb tense • Self-evaluate

writing • Present details

in logical and coherent manner

• Use transitions • Use specific

nouns, verbs, and modifiers to create vivid images and mood

• Evaluate sources

• Evaluate, site and synthesize

All year 2nd Semester

• Extended response to listening

• Extended response to non-fiction and info-graphics

• Critical lens • Literary analysis

(thematic) • Original poetry

and prose • Personal narrative • Character sketch • Journals • Annotated

bibliography

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• How do I evaluate the credibility of a source?

• What is the rhetorical effect of concession

• What is a bibliography? How do I annotate sources?

• How do I use sources and citations to substantiate claims?

• How can we use images and graphics as text and relate them to written texts for rhetorical effect?

both sides of the argument • Analyze personal writing and peer

edit for understanding

varied source materials

• Evaluate personal writing to improve rhetorical effect of sentences and paragraphs